Windsor Spring Elementary

Grade/Subject: 1st Grade

Math
Teachers: Mrs. Britt, Mrs. Miller, Mrs. Starling-Scruggs, Ms. Whitehorne
Title: Unit 5: Operations and Algebraic Thinking

Big Idea(s):

By the conclusion of this unit,

students should be able to demonstrate the
following competencies:
Explore, understand, and apply the
commutative and associative properties as
strategies for solving addition problems.
Share, discuss, and compare strategies as a
class.
Connect counting on to solving subtraction
problems. For the problem 15 7 = ? they
think about the number they have to count on
from 7 to get to 15.
Work with sums and differences less than or
equal to 20 using the numbers 0 to 20.
Identify and then apply a pattern or structure
in mathematics. For example, pose a string of
addition and subtraction problems involving the
same three numbers chosen from the numbers
0 to 20, such as 4 + 13 = 17 and 13 + 4 = 17.
Analyze number patterns and create
conjectures or guesses.
Choose other combinations of three numbers
and explore to see if the patterns work for all
numbers 0 to 20.
Understand that addition and subtraction are
related and that subtraction can be used to
solve problems where the addend is unknown.
Use the strategies of counting on and
counting back to understand number
relationships.
Organize and record results using tallies and
tables.
Determine the initial and the change
unknown.

Dates: Feb. 23-27, 2015

Unit Standards:
MCC.1.OA.1. Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
MCC.1.OA.2. Solve word problems that call for addition of three whole numbers whose
sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
MCC.1.OA.3. Apply properties of operations as strategies to add and subtract. Examples:
If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.)
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2+
10 = 12. (Associative property of addition.)
MCC.1.OA.4. Understand subtraction as an unknown-addend problem. For example,
subtract 10 8 by finding the number that makes 10 when added to 8.
MCC.1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add
2).
MCC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 =
10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8
+ 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g.,
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
MCC.1.OA.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. The
equal sign describes a special relationship between two quantities. In the case of a true
equation, the quantities are the same.
MCC.1.OA.8 Determine the unknown whole number in an addition or subtraction
equation relating to three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = 3, 6 + 6 = .
MCC.1.MD.4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.
Selected Terms & Symbols:

addition and subtraction within 5, 10, 20, 100, or 1000. additive identity property of 0 associative property of addition commutative property
computation strategy counting on number line diagram strategies for addition

Windsor Spring Elementary

Enduring Understandings:
Essential Questions:
Students develop strategies for adding and subtracting whole numbers based How can we represent a set of objects using numerals?
What happens when we join two quantities or take one from
on their prior work with small numbers.
Students use a variety of models, including discrete objects and length-based another?
models (e.g., cubes connected to form lengths), to model add-to, take-from, put- How can we find the total when we join two quantities?
How can we find what is left when we take one quantity from
together, take-apart, and compare situations. They will use these models to another?
develop meaning for the operations of addition and subtraction, and to develop How can we find the difference when we compare one
strategies to solve arithmetic problems with these operations.
quantity to another?
Students understand connections between counting and addition/subtraction How can we compare one quantity to another?
(e.g., adding two is the same as counting on two).
How can we represent problem situations?
Students use properties of addition to add whole numbers and to create and What happens when we change the order of numbers when
use increasingly sophisticated strategies based on these properties (e.g., making we add (or subtract)? Why?
How can we show that addition and subtraction are related
tens) to solve addition and subtraction problems within 20.
By comparing a variety of solution strategies, students will build an through fact families?
How can we use different combinations of numbers and
understanding of the relationship between addition and subtraction.
operations to represent the same quantity?
Students think of whole numbers between 10 and 100 in terms of tens and ones How can we represent a number using tens and ones?
(especially recognizing the numbers 11 to 19 as composed of a ten and some How can we represent a number in a variety of ways?
ones).
Skills/Concepts to maintain:
Calendar Time-February:
Represent addition and subtraction with objects,
Calendar: analyze patterns using positional words
fingers, mental images, and drawings
Clock: how many minutes in hour/half hour, count by fives and ones
Solve addition and subtraction word problems
Coin Counter: value of penny, nickel, and dime and solve problems with them
Add and subtract within 10
Counting Tape and Ten Grid: use number patterns to do mental math
Decompose numbers that are less than or equal to 10
Daily Depositor: model place value, match quantities with numbers
in more than one way
Graph: collect/record weather data on picture graph, interpret data
Make a ten from any given number 1-9
Number Talks: (8:20-8:40)
Fluently add and subtract within 5

Counting All/ Counting On with Number Sentences (103-105)

Doubles near doubles with Rekenreks (page 107-109)
Doubles near doubles with Double Ten Frames (page 109-110)

Stage Two: Assessment Evidence

Performance
Tasks/Project
s:

Other assessments:

FALS Assessments: Unit 4 Caterpillars & Leaves

Summative Assessment: Unit 5 http://ccgpsmathematicsk-5.wikispaces.com/file/view/First%20Grd%20Unit
Culminating Task:
%205%20assess.pdf/437811252/First%20Grd%20Unit%205%20assess.pdf
Atlanta Zoo
Formative Assessment: Decomposing Numbers,
1. Envisions Assessments
Stage Three: Learning Plan
Be very specific in explaining and describing activities/performance in which students will complete
Best Practices
Procedure
Instructional Strategies

Windsor Spring Elementary

MONDAY

Moeling and
Demonstrations
[ Unit 5, Frameworks Task 9 ]
Whole Group Mini-Lesson:
1. Introduce the problem:
Mrs. Clouds class is
making boxes of toys
to give to a preschool.
Each box can have 4,
5, 6, 7, 8, 9, or 10
toys. Each box will
have dolls and trucks.
How many dolls and
trucks can be in each
box?
2. Assign each group (or
individual student) a
number of toys in the toy
box. Have them draw a
picture of the dolls and
the trucks within their
toy box. Have students
explain why they need
that many dolls or that
many trucks.

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

2.

3.
4.

5.

Differentiated Small Groups

Have students bring their illustration of their toy box with them to the small
group area.
Ask students to make a train of connecting cubes using two different colors. The
total number of connecting cubes should be the same as the number of toys in
their toy box. One color should represent the number of dolls and the other color
should represent the number of trucks.
Explain to students that the dolls and trucks have witched, and they need to
create a second train to represent the new number of each toy.
Help students create two addition sentences that describe their trains. Then,
help them create two subtraction sentences that show what happens to the total
if one color (or toy) is removed from the toy box. Lead children to discover that
the same three numbers appear in all the number sentences.
Do more examples using different numbers.

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya
Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Fact Family Worksheet
Hands On
Double Dice Addition and Subtraction
Closing: Discussion: What are the similarities and differences between your number sentences in the same fact
family?
Homework:

Windsor Spring Elementary

1.

Modeling and
Demonstrations

TUESDAY

[Envisions 6-3]
Whole Group Mini-Lesson:
1. Ask: What are some
addition facts that you
know?
2. Choose one of the facts
the children suggest, one
with a sum larger than
12 and write it on the
board.
3. Draw a part-part-whole
model. How can I show
this addition sentence
with counters on this
model?
4. Explain that the same
counters ca also show a
subtraction fact. What
subtraction fact could
you write in this model?
5. Have students work with
partner to use counters
to model the addition
fact on their workmats.
Have the students write
an addition sentence and
a then a subtraction
sentence on item 1.
6. Ask questions about
subtraction sentences.
What number is the
whole? What are the
parts?

Windsor Spring Elementary

Differentiated Small Groups

Show groups of counters: 3 yellow and 5 red. Ask a volunteer to write the
addition fact on the board. Remove the three yellow counters, and have a
volunteer write the related subtraction sentence on the board. Return the 3
ZaNiyah
yellow counters and remove the 5 red counters. Have a volunteer write the new
Raquez
subtraction sentence on the board.
Brett
2. Write at least four addition facts on the board that have single-digit addends and
Brianna
sums greater than 12, up to 18. Have pairs pick one and write it on the lines in
Khristina
item 2 on their workmats.
3. Have students use their counters to model an addition sentence. Then write a
related subtractions sentence.
1. Show groups of counters: 3 yellow and 5 red. Ask a volunteer to write the
On-Level
addition fact on the board. Remove the three yellow counters, and have a
volunteer write the related subtraction sentence on the board. Return the 3
Cameron
yellow counters and remove the 5 red counters. Have a volunteer write the new
David
Serenity
subtraction sentence on the board.
Victoria
Alicia
2. Write at least four addition facts on the board that have single-digit addends and
Jordan
Frances
sums greater than 12, up to 18. Have pairs pick one and write it on the lines in
Jessie
Mekari
item 2 on their workmats.
3. Have students use their counters to model an addition sentence. Then write a
related subtractions sentence.
Advanced
1. Show groups of counters: 3 yellow and 5 red. Ask a volunteer to write the
addition fact on the board. Remove the three yellow counters, and have a
volunteer write the related subtraction sentence on the board. Return the 3
yellow counters and remove the 5 red counters. Have a volunteer write the new
Xiomara
subtraction sentence on the board.
Jada
2. Write at least four addition facts on the board that have single-digit addends and
Tyriek
sums greater than 12, up to 18. Have pairs pick one and write it on the lines in
Dameon
item 2 on their workmats.
TyShiya
3. Have students use their counters to model an addition sentence. Then write a
related subtractions sentence.
Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Independent Practice 6-5
Hands On
Counters and Part-Part-Whole Mats
Closing: Ticket Out: What subtraction sentence could you write using the addition sentence 9+7=16?
Below-Level

1.

Homework:
Teacher notes / lesson reflections:

Modeling and
Demonstrations

WEDNESDAY

[Envisions 6-4]
Whole Group Mini-Lesson:
1. Ask: What do you call a
group of people who are
related? What do you
think you call a group of
related number facts?
What are related facts?
2. Write the numbers 6, 14,
and 20 on the board.
Allow students to work
with a partners to use
the three numbers to
write a fact family using
those numbers.
3. Give each pair 20
counters to use on the
part-part-whole mat.
Model addition and
subtraction sentences
using the 3 numbers on
the board, and write
them on item 1. Find all 4
facts.
4. Point out that the two
addition facts and the
two subtraction facts are
called a fact family
because they are related.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari
Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

4.

5.
6.
4.
5.

4.
5.
6.

Differentiated Small Groups

Play Make a Fact Family. Show and add 4 counters to 6 counters to make a
group 10. On the board, write 4+6=10. Show and add the counters again in a
different order, and write 6+4=10. Perform the same operation as subtraction,
first taking away 4 counters from the 10, and then taking away 6. Write 10-4=6.
See if students can come up with the other subtraction sentence.
Allow students to use part-part-whole mats to rearrange counters and make
another fact family with 20 counters.
Observe as students complete the guided practice.
Allow students to use part-part-whole mats to rearrange counters and make
another fact family with 20 counters.
Observe as students complete the guided practice.

Allow students to use part-part-whole mats to rearrange counters and make

another fact family with 20 counters.
Observe as students complete the guided practice.
Complete the enrichment for this lesson if there is enough time remaining.

Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Independent Practice 6-4
Hands On
Counters and Part-Part-Whole Mats
Closing: Math Journal: Use the numbers 15, 7, 8 to write a fact family.
Homework:
Teacher notes / lesson reflections:

Modeling and
Demonstrations

THURSDAY

[Envisions 6-5]
Whole Group Mini-Lesson:
1. Have students think
about a part-part-whole
model. When you are
given an addition
problem to solve, what is
missing? When you are
given a subtraction
problem, what is
missing?
2. Distribute number cards
and counters to pairs.
Write 14-5=____ on the
board. What is the
difference? How can you
use a related addition
fact to help you?
3. Direct students to this
lessons workmat. Explain
how you can use a partpart-whole model to
solve this problem.
4. Record the part-partwhole model on item 1
and the related addition
and subtraction problem.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

On-Level

Cameron
Serenity
Alicia
Frances
Mekari

David
Victoria
Jordan
Jessie

Advanced

Differentiated Small Groups

Write the following subtraction problem on the board 16-8=? Have pairs of
children use the part-part-whole model to solve and complete item 2.
Observe as students complete the guided practice for this lesson.

Write the following subtraction problem on the board 16-8=? Have pairs of
children use the part-part-whole model to solve and complete item 2.
Observe as students complete the guided practice for this lesson.

Write the following subtraction problem on the board 16-8=? Have pairs of
children use the part-part-whole model to solve and complete item 2.
Observe as students complete the guided practice for this lesson.

Xiomara
Jada
Tyriek
Dameon
TyShiya

Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Fact Family Worksheet
Hands On
Part-Part-Whole Mats and Counters
Closing: Work in pairs to create a story problem with a start unknown. Ask them to be prepared to act it out for
their classmates or use manipulatives. Ask the classmates to write an equation to match their problem.
Homework:

Moeling and
Demonstrations
[Adapted from lesson on
carrollk12.org]

FRIDAY

Whole Group Mini-Lesson:

1. FALS Assessment

Differentiated Small Groups

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Solve word problems independently.
Hands On
Making Apple Ten Packs
Closing: Discussion: How can decomposing numbers help us with addition? Can we use this for subtraction also?
Homework:
Teacher notes / lesson reflections:

Differentiated Instruction Groups Below

Windsor Spring Elementary

mClass Strategy Groups

Measure: Counting

Measure: Number
Identification

Measure: Next
Number

Measure: Missing
Number

Measure: Quantity
Discrimination

Measure: Number
Facts

Intensive

Intensive
Khristina

Intensive

Intensive
Khristina
ZaNiyah

Intensive
Brett
Khristina
Raquez
Victoria
Brianna
ZaNiyah

Strategic
Brett
Jordan
Raquez
Cameron
Frances
TyShiya
Brianna
Mekari
ZaNiyah
Alicia
Jada

Strategic
Brett
Jordan
Raquez
Cameron
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
ZaNiyah
Jessie
Tyriek
Benchmark
David
Alicia
Xiomara
Jada

Strategic
Brett
Jordan
Raquez
Victoria
Mekari
Alicia

Strategic
Brett
Jordan
Cameron
David
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
Jessie

Strategic
Cameron
David
Frances
Serenity
Mekari
Alicia
Xiomara
Dameon

Intensive
Brett
Raquez
Cameron
David
Frances
Serenity
Brianna
Mekari
ZaNiyah
Alicia
Strategic
Jordan
Khristina
Victoria
TyShiya
Jessie
Xiomara
Jada

Benchmark
Khristina
Cameron
David
Frances
Serenity
TyShiya
Brianna
ZaNiyah
Jessie
Xiomara
Dameon
Jada
Tyriek

Benchmark
Raquez
Alicia
Xiomara
Dameon
Jada
Tyriek

Benchmark
Jordan
TyShiya
Jessie
Jada
Tyriek

Benchmark
Khristina
David
Victoria
Serenity
Jessie
Xiomara
Dameon
Tyriek

Windsor Spring Elementary

Benchmark
Dameon
Tyriek